Student Mobility

Entrants: The number and percentage of students entering (transferring in or re-entering) school during the September to June school year after the first day of school. A student moving from one school to another within the same school district as a result of promotion is not considered to be an entrant for mobility purposes unless the student entered school after the first day.

Withdrawals: The number and percentage of students withdrawing (transfers and terminations) for any reason during the September to June school year after the first day of school.

Data are reported at elementary (kindergarten through grade 5), middle (grades 6 through 8) and high (grades 9 through 12) school levels.

The percentage of entrants is calculated by dividing the number of entrants by the average daily membership. The percentage of withdrawals is calculated by dividing the number of withdrawals by the average daily membership. The student mobility percentage is calculated by dividing the sum of entrants and withdrawals by the average daily membership.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

The number and percentage of special education program participants - students with disabilities who have current Individualized Education Plans (IEPs). The counts are reported as of the student's last dayof enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of special education students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

The number and percentage of students assessed as eligible for the Limited English Proficient
(LEP) Program. LEP is also referred to as English as a Second Language (ESL).

LEP students have a primary or home language other than English and have been assessed
as having limited or no ability to understand, speak, read, or write English.
The counts are reported as of the student's last day of enrollment in the school system -
either the last day in school or the date the student withdrew.
The percentage is calculated by dividing the number of LEP students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

LEP Exempt

Limited English Proficient students, during their first year of enrollment in U.S. schools,
have the option of taking or not taking (exempt from) the state reading assessment.
LEP students also have the option of taking or not taking (exempt from) the state mathematics
assessment with accommodations as appropriate. States can but are not required to include
these results in Adequate Yearly Progress. Students would be counted as participants for
Adequate Yearly Progress purposes for the 95 percent testing requirement.

Redesignated Limited English Proficient (R-LEP)

These are students that exit the LEP subgroup once they attain English language proficiency.
For Adequate Yearly Progress calculations, states have two years to include in the LEP
subgroup students who have attained English proficiency.

Code 504 students are students who have a physical or mental impairment that substantially
limits one or more major life activities, have a record of such an impairment, or are
regarded as having such an impairment. In grades where state mandated testing occurs,
Code 504 students are counted as exempt if their accommodation invalidates portions of the test.

The number and percentage of students whose applications for free/reduced price meals meet the family size and income guidelines (as promulgated annually by the U.S. Department of Agriculture) and students approved through direct certification. The counts are reported as of the student's last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of students receiving free or reduced price meals by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

The number and percentage of students receiving Title I services of the Elementary and Secondary Education Act (ESEA) (the Hawkins-Stafford Amendments of 1988). In schools with targeted assistance programs, only students receiving Title I services are counted. In schools with school wide programs, all students enrolled are counted. Students enrolled in any school receiving only State Compensatory Education (SCE) funding are not included in this count. The counts are reported as of the student's last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of Title I students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

Migrant students are students whose parents or guardians are migratory agricultural workers (including dairy and fishing workers) and who, in the preceding 36 months, have moved from one school district to another to accompany their parents or guardians. Maryland does not have a large enough migrant student population to report meaningful assessment results.